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A Flipping Better Way to Learn
This presentation is a response to the question “How do I build an online course, how do I use technology in my teaching?”
http://tinyurl.com/flippingbetter
Friday, 13 September 13
A Flipping Better Way to LearnPDF Handout
http://tinyurl.com/fbwlearnhandoutFriday, 13 September 13
A Flipping Better Way to Learn
Building a 21st Century Technology Enhanced Learning (TEL) Course
Nov 2012Friday, 13 September 13
Introducing Allan
University of Adelaide, eLearning TeamAdelaide South Australia
Telephone: +61 8 8303 8085Email: allan.carrington@adelaide.edu.au
• Learning Designer and Apple Distinguished Educator• Two Masters - Education (online) & Interactive Multimedia• Awarded 2012 OLT National Citation for Outstanding
Contributions to Student Learning• Awarded 2011 University of Adelaide Award for Excellence in
Support of the Student Experience• Background in printing, publishing, web development &
educational multimedia• Worked in corporate & VET sectors• 20+ countries & led schools in Hawaii, Texas & Paraguay• Taught communications, market research, print production &
using the internet for education• Passion for online collaboration & facilitation
Friday, 13 September 13
It’s All About the Students
The eLearning TeamThe University of Adelaide Australia
The Continuum of ShiftThe Pedagogical Challenge ahead
for Higher Education
Their engagement, their learning, their outcomes and
their future success
Friday, 13 September 13
You know... Shift Happens!"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn".
Alvin Toffler
"When you are through changing, you are through."
Will Rogers
Friday, 13 September 13
A Continuum of ShiftActivity Centred
ParadigmContent Centred
Paradigm
Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation
with Allan Carrington, University of Adelaide Aug 2007
• Behaviourist
• Instructivist
• Skinner
• Primary of content
• Instructor-centred
•Constructivist
• Adult Learning
•Dewy, Kolb, Vggotsky
• Primary of context
• Learner centred
Friday, 13 September 13
Activity Centred Background
Content Centred Background
A Continuum of Shift
Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation
with Allan Carrington, University of Adelaide Aug 2007
•Detached approach
• Focus on teaching
• Learner memorisation
• Instruction framed by what instructor deems necessary to know
• Absolutism - one way of knowing something
• Information equals knowledge; instruction equals learning; detached approach
• Situated approach
• Focus on Learning
•Construct meaning
• Learning framed by what learners must do to achieve an outcome
• Various ways of knowing something
• Learning achieved by active engagement in meaningful and authentic activities that require learners to build versions of their learning
Friday, 13 September 13
Activity Centred Instructor Role
Content Centred Instructor Role
A Continuum of Shift
•Help students make tacit knowledge explicit
•Draw out learners’ latent knowledge
•Midwife-teacher - assist students in birthing ideas
• Praxis orientation
•Content integration
• Frame material to support learners
Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation
with Allan Carrington, University of Adelaide Aug 2007
• Transmit information
• Impart instructor’s own knowledge
• Banker-teacher: deposit knowledge into students
• Theoretical orientation
•Disjointed content
• Frame material to cover content
Friday, 13 September 13
Activity Centred Learner Role
Content Centred Learner Role
A Continuum of Shift
Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation
with Allan Carrington, University of Adelaide Aug 2007
• Learning by reading
• Primarily individual in focus
•Disjointed content
• Learn about the content with plans to incorporate it later
• Learning through doing
• Participatory, Cooperative, Collaborative, Group learning
•Content integration
•Use information to solve problem & achieve learner-centered outcome
Friday, 13 September 13
A Continuum of ShiftActivity Centred
AssessmentContent Centred
Assessment
Adapted from teaching by Professor Cindy Russell, The University of Tennessee Memphis USA in an eLearning Guild presentation
with Allan Carrington, University of Adelaide Aug 2007
• Surface Learning
• Typical right or wrong application
•Multiple choice examinations
•Deep Learning
• Some openness regarding “solution”
• Projects, portfolios, peer or self-evaluation
Friday, 13 September 13
Technologies and Methodologies to help you shift
•How can I easily focus on activity centred learning when needed?
• LAMS: learning sequences or lessons
•How can I increase student engagement with my workload?
• Engaging Interactions more than just MCQ’s
•How can I deliver content more efficiently and student centred than a lecture?
•Use JiTT with Interactive Learning Modules
•How can I best use valuable face-to-face-times to help students learn?
•Use elearning technologies like Zebra and LAMSFriday, 13 September 13
The teaching team needs to flip:•Their thinking - because shift
happens! Use sound educational modelling
•Their planning - start with the graduate finish with content
•Their syllabus - assessment first then plan activities with LAMS
•Their pedagogy - content delivered online via JiTT, frees up interactive face-to-face
Building a 21st Century Technology Enhanced Learning (TEL) Course
Friday, 13 September 13
http://tinyurl.com/alsltblog
Podcast Programme
In Support of Excellence
Friday, 13 September 13
Flipping the Curriculum Design1. Graduate Attributes: What do
you want your graduate to look like? Also ask students.
2. Learning Outcomes: When they finish course what do you want students to have learnt?
3. Authentic Assessment: How will you know they have?
4. Learning Activities: What do they need to do to ensure they are ready for the assessment?
5. Contextual Content: Which content to use and where it goes in the learning sequences?
Friday, 13 September 13
Flip and Start at the EndGraduate Attributes
http://tinyurl.com/gradattributes1http://tinyurl.com/gradattributes2Friday, 13 September 13
Flip and Design Outcomes FirstLearning Outcomes
•Explain the revised Blooms Digital Taxonomy
•Use the Padagogy Wheel to develop learning outcomes using action verbs, activities and apps
•Apply the SAMR and TPaCK models to your learning outcomes to integrate the technology and promote innovation
By the time you finish this presentation you should be able to :
Friday, 13 September 13
The Revised Bloom’sTaxonomy
Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.
Benjamin S. Bloom1913-1999
1956 2001
Anderson, L. & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
Friday, 13 September 13
The Taxonomy WheelFriday, 13 September 13
Bloom’s Digital Taxonomy
Andrew ChurchesCurriculum Manager Computer Studies
& Senior School Learning InnovatorKristin School, Albany Auckland
Email: achurches@kristin.school.nzBlog: http://edorigami.edublogs.org
Twitter: @achurches
The Educational Origami Wikihttp://edorigami.wikispaces.com/
Friday, 13 September 13
Friday, 13 September 13
The Padagogy
Wheel
This Taxonomy wheel was first discovered on the website of Paul Hopkin’s educational consultancy
website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and
Anderson’s (2001) adaption of Bloom (1956). The idea to further adapt it for the pedagogy possibilities with mobile
devices, in particular the iPad, I have to acknowledge the creative work of Kathy Schrock on her website Bloomin’ Apps
Standing on the Shoulders of Giants
Developed by Allan Carrington
University of Adelaide
Last Updated: 110712
Friday, 13 September 13
SAMR: the Process View - Ruben R. Puentedura, Ph.D.
ICT
in t
he c
lass
room
SAMR ... it’s all about innovation
Enhancement
Transformation
Friday, 13 September 13
Create & Redefinition
3.11 mins
Activities: Storytelling • TV/Radio Program • ePub or iBook • Song • Cartoon • Rap • Mixing • A New Game • Animating • Videocasting • Multimedia Presentation • Video Editing • Podcasting
Anderson and Krathwohl’s Taxonomy 2000
Creating: Putting elements together to form a coherent or functional whole; reorganising elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way or synthesise parts into something new and different a new form or product. This process is the most difficult mental function in the new taxonomy.
Aurasma
Activities: Storytelling • TV/Radio Program • ePub or iBook • Song • Cartoon • Rap • Mixing • A New Game • Animating • Videocasting • Multimedia Presentation • Video Editing • Podcasting
Friday, 13 September 13
The Great Race
Frederick ChewLearning Designer University of AdelaideRoseworthy Campus
School of Veterinary Science O week student activity to get to know the campus and each other
The “race” was actually a way to get the students to learn their way around the campus on their own. We created a digital tour by using apps that we had them download onto their iPads. The students were in groups of 5 and worked together to solve clues to get them to all of the race sites. Many of the sites had tasks they had to perform or questions they had to answer. We had them tweet their answers along the way on an open channel. Another objective was to get them comfortable using their iPads. All new 1st year students in the Faculty of Science receive iPads and some instructors incorporate their use into the classroom.
The last objective was to get students to meet other students and to get them to work together toward a goal. To encourage participation we gave out prizes for the team with the most correct clues and the team with the most creative team picture.
Friday, 13 September 13
SAVS “Great Race”
O Week 20122.40 mins
Friday, 13 September 13
TPaCK ... it’s all about integration
Friday, 13 September 13
11.47 mins
Understanding TPaCKFriday, 13 September 13
Flip and Design to Measure the Learning before the Event
Authentic Assessment
http://www.transformingassessment.com/index.php
“A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills”
... Jon Mueller
Friday, 13 September 13
CLPD Raptivity Trial
Think outside the box
Friday, 13 September 13
Flip and identify the Doing Stuff
FirstLearning Activities
Friday, 13 September 13
It’s All About the Students
The eLearning TeamThe University of Adelaide Australia
Their engagement, their learning, their outcomes and
their future success
Introducing LAMSLearning Design for Time Strapped Academics who want good learning
outcomes for their students
Friday, 13 September 13
LAMS helps you shift•Develops collaborative lesson plans
•Digital equivalent to F2F collaboration
•Enables global collaboration
•Ways of capturing lesson plans with a digital interface
•Huge time saver
•Learning Design made easy
Learning Activity Management SystemFriday, 13 September 13
•Collaboration and activity driven
•Analogue is the classroom
•Captures lesson plans
•Allows for storage, reuse and sharing of lessons
What is LAMS
December 2010•The activity planner
available in Lessonlams• Introduction of
Lessonlams
Friday, 13 September 13
Introduction to Lesson LAMS
Friday, 13 September 13
http://www.lessonlams.com
Free Resource for a teacher
and 30 students - a curriculum
design resourceFriday, 13 September 13
Activity Planner
Friday, 13 September 13
•Teaching Styles (Learning models)
•New Ideas - e.g.adding interactivity to lectures
•Online teaching approaches
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Teaching Strategies
Friday, 13 September 13
Introducing New Ideas
Friday, 13 September 13
Virtual Patient: Buster
Developed by: Laura Hardefeldt, Lecturer in Equine Medicine,School of Veterinary Science, University of Adelaide
Editing View
Friday, 13 September 13
Buster: Learner View
Developed by: Laura Hardefeldt, Lecturer in Equine Medicine,School of Veterinary Science, University of Adelaide
Friday, 13 September 13
Content in Context
Flip the Curriculum
Design
Friday, 13 September 13
Introducing Just in Time Teaching (JiTT) and Interactive
Learning Modules (ILMs)When good pedagogy frees up
valuable face to face time
It’s All About the Students
The eLearning TeamThe University of Adelaide Australia
Their engagement, their learning, their outcomes and
their future success
Friday, 13 September 13
JiTT a Web Based Teaching ApproachJust-in-Time Teaching (JiTT for short) is a teaching and learning strategy based on the interaction between web-based study assignments and an active learner classroom. Students respond electronically to carefully constructed web-based assignments which are due shortly before class, and the instructor reads the student submissions "just-in-time" to adjust the classroom lesson to suit the students' needs.
JUST-IN-TIME TEACHING: Blending Active Learning with Web Technology by Novak G.M., Patterson E.T., Gavrin A.D. and Christian W. (c) 1999
Friday, 13 September 13
The Pedagogical Benefits of JiTT1. Encourages students to spend
more time reading assignments and preparing for a class
2. Increases student-to-student interaction
3. Increases contact between student and instructor
4. Provides prompt feedback to students
5. Facilitates the development of student meta-cognition
Just-in-Time Teaching: A Web-Based Teaching Approach
Benedict J.O. and Apple K.J. © 2004
http://teachpsych.org/resources/e-books/eit2004/eit04-07.htmlFriday, 13 September 13
Using JiTT in ILM’s -Rapid Deployment eLearning
• Helps teacher find out students learning needs before F2F
• Uses today’s elearning technologies to package and deliver content
• Interactive Learning Modules (ILMs) also deliver formative assessment interactions
• Just in time for teacher to adjust what and how they teach F2F
• Manages and offsets the content load of the F2F - enables quality time for interactive lecturing
Friday, 13 September 13
Anupholsteraphobia
• Interactive Learning Modules are curriculum and can manage the content load but they enable so much more
• Assessment & feedback first - content second
• Free up valuable F2F time for interactive learning
“The fear of not covering the material ... Anupholsteraphobia cannot
be cured but it can be controlled.”Stan Brimberg
Friday, 13 September 13
Winners of the 2010-2011 Team
Teaching Award for theStephen Cole the Elder Prize for Excellence in
Teaching and the Vice-Chancellor's
teaching prize
Pioneers of JiTT using ILM’s
Ms Sophie Karanicolas and Cathy Snelling Senior Lecturers School of Dentistry
University of AdelaideFriday, 13 September 13
We Flipped Law in 2007
Friday, 13 September 13
•Both are highly awarded teachers and support JiTT as a positive systemic change to teaching at the University of Adelaide
•Prof. Maier has published about his use of JiTT and ILMs to support PBL. He introduced this pedagogical approach to colleagues in the Faculty of ECMS
•Assoc. Prof. Jaksa is using the pedagogy and recently got 80% positive feedback from his students that the ILMs helped learning. In Jul 2011 Mark and some colleagues won an ALTC grant of$199,000 to develop the concept further.
Multipliers of JiTT using ILM’s
Prof. Holger MaierSchool of Civil Environmental
& Mining Engineering
Assoc. Prof. Mark Jaksa School of Civil Environmental
& Mining Engineering
Friday, 13 September 13
http://ajax.acue.adelaide.edu.au/~allan/embrology/player.html
Interactive Learning ModulesUsing Articulate Software creating audio narrated
presentations
with formative assessment
Friday, 13 September 13
ILM Checkpoints: Live MyUni Quizzes
Friday, 13 September 13
Interactive LecturesEnable the lecturer to:
•Find out student’s starting point
•Challenge students
•Check assumptions
• Include structured student activity and participation : individually, in pairs or small groups
•Link session throughout a unit/module
What are Interactive Lectures?: http://serc.carleton.edu/introgeo/interactive/
Friday, 13 September 13
Interactive LecturesWill help change the culture of learning by:
• Making learning mutual
• Accessing student knowledge
• Giving the message that learning is the students’ responsibility
• Mobilising collective learning
• Creating a group climate for learning
• Enabling students to take some control/power in the learning process
What are Interactive Lectures?: http://serc.carleton.edu/introgeo/interactive/
Friday, 13 September 13
Resident Mad Scientist
http://www.thiagi.com/interactive-lectures.html
Thiagi’s 36 Formats
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Friday, 13 September 13